Early childhood nutrition and academic achievement: a longitudinal analysis
Early childhood nutrition is thought to be an important input into subsequent academic achievement. This paper investigates the nutrition-learning nexus using a unique longitudinal data set, which follows a large sample of Philippine children from birth until the end of their primary education. We f...
| Main Authors: | , , |
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| Format: | Artículo preliminar |
| Language: | Inglés |
| Published: |
International Food Policy Research Institute
1999
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| Subjects: | |
| Online Access: | https://hdl.handle.net/10568/161296 |
| _version_ | 1855543693262454784 |
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| author | Glewwe, Paul Jacoby, Hanan King, Elizabeth M. |
| author_browse | Glewwe, Paul Jacoby, Hanan King, Elizabeth M. |
| author_facet | Glewwe, Paul Jacoby, Hanan King, Elizabeth M. |
| author_sort | Glewwe, Paul |
| collection | Repository of Agricultural Research Outputs (CGSpace) |
| description | Early childhood nutrition is thought to be an important input into subsequent academic achievement. This paper investigates the nutrition-learning nexus using a unique longitudinal data set, which follows a large sample of Philippine children from birth until the end of their primary education. We find that malnourished children perform more poorly in school, even after correcting for the effects of unobserved heterogeneity both across and within households. Part of the advantage that well-nourished children enjoy arises from the fact that they enter school earlier and thus have more time to learn. The rest of their advantage appears to stem from greater learning productivity per year of schooling rather than from greater learning effort in the form of homework time, school attendance, and so forth. Despite these findings, our analysis suggests that the relationship between nutrition and learning is not likely to be of overriding importance either for nutrition policy or in accounting for economic growth. |
| format | Artículo preliminar |
| id | CGSpace161296 |
| institution | CGIAR Consortium |
| language | Inglés |
| publishDate | 1999 |
| publishDateRange | 1999 |
| publishDateSort | 1999 |
| publisher | International Food Policy Research Institute |
| publisherStr | International Food Policy Research Institute |
| record_format | dspace |
| spelling | CGSpace1612962025-11-06T07:26:51Z Early childhood nutrition and academic achievement: a longitudinal analysis Glewwe, Paul Jacoby, Hanan King, Elizabeth M. nutrition child nutrition education time use patterns Early childhood nutrition is thought to be an important input into subsequent academic achievement. This paper investigates the nutrition-learning nexus using a unique longitudinal data set, which follows a large sample of Philippine children from birth until the end of their primary education. We find that malnourished children perform more poorly in school, even after correcting for the effects of unobserved heterogeneity both across and within households. Part of the advantage that well-nourished children enjoy arises from the fact that they enter school earlier and thus have more time to learn. The rest of their advantage appears to stem from greater learning productivity per year of schooling rather than from greater learning effort in the form of homework time, school attendance, and so forth. Despite these findings, our analysis suggests that the relationship between nutrition and learning is not likely to be of overriding importance either for nutrition policy or in accounting for economic growth. 1999 2024-11-21T09:54:43Z 2024-11-21T09:54:43Z Working Paper https://hdl.handle.net/10568/161296 en Open Access application/pdf International Food Policy Research Institute Glewwe, Paul; Jocoby, Hanan; King, Elizabeth M. 1999. Early childhood nutrition and academic achievement;a longitudinal analysis. FCND Discussion Paper 68. https://hdl.handle.net/10568/161296 |
| spellingShingle | nutrition child nutrition education time use patterns Glewwe, Paul Jacoby, Hanan King, Elizabeth M. Early childhood nutrition and academic achievement: a longitudinal analysis |
| title | Early childhood nutrition and academic achievement: a longitudinal analysis |
| title_full | Early childhood nutrition and academic achievement: a longitudinal analysis |
| title_fullStr | Early childhood nutrition and academic achievement: a longitudinal analysis |
| title_full_unstemmed | Early childhood nutrition and academic achievement: a longitudinal analysis |
| title_short | Early childhood nutrition and academic achievement: a longitudinal analysis |
| title_sort | early childhood nutrition and academic achievement a longitudinal analysis |
| topic | nutrition child nutrition education time use patterns |
| url | https://hdl.handle.net/10568/161296 |
| work_keys_str_mv | AT glewwepaul earlychildhoodnutritionandacademicachievementalongitudinalanalysis AT jacobyhanan earlychildhoodnutritionandacademicachievementalongitudinalanalysis AT kingelizabethm earlychildhoodnutritionandacademicachievementalongitudinalanalysis |